Integrating R Into Statistics and Data Analysis Education: Learnings From the Development and Evaluation of a Teaching Concept for Communication Science.

This article focuses on the integration of the statistical programming language R into statistics and data analysis (SDA) education within communication science at the Department of Journalism and Communication Research, Hanover University of Music, Drama and Media. It presents a teaching concept based on fostering students’ self-efficacy through vicarious learning, mastery experiences, and social encouragement, implemented via a flipped classroom approach with diverse teaching elements such as commented R scripts, videos, exercises, and feedback. An online survey of 42 communication science students revealed that most teaching elements were perceived as helpful, while challenges included error-proneness, difficulty interpreting error messages, and initial overwhelm with R’s complexity. The study concludes with seven key learnings emphasizing structured guidance, comprehensive materials, motivated lecturers, and the importance of demonstrating R’s professional relevance to enhance SDA education in communication science.